The Web site can be accessed from Apple Macin-
Before you use this Web site, or any other piece of
tosh and IBM-compatible personal computers.
instructional software in your classroom, it may
Links to download the Macromedia Flash and
be valuable to identify some of the benefits you
Minimum Hardware/Software Requirements for Using the Web Site CPU/Processor (PC Intel, Mac)
Pentium 333 MHz, Power PC or faster
Operating system (DOS/Windows, Mac OS)
Windows 95/98/2000 or Mac OS 7
System memory (RAM)
64 MB or more
Screen display
800 x 600, 16 bit (65K colors)
Browser
Microsoft Internet Explorer 5.5 or
Netscape Communicator 4.75 and higher
Browser settings
JavaScript enabled
Free hard drive space
10 MB
Connection speed
56 kbps
Plug-ins
Macromedia Flash Player (version 6 and higher)
and QuickTime Player (version 5 and higher)
Audio
Sound card with speakers
19
Understanding Alcohol: Investigations into Biology and Behavior expect it to provide. Well-designed instructional
covery and analysis that the Web site was
multimedia software can
designed to stimulate.
• motivate students by helping them enjoy learn-
We recommend that you keep your students in
ing and want to learn more because it enlivens
the same collaborative teams for all the activities
content that students otherwise might find
in the lessons. This will allow each team to
uninteresting;
develop a shared experience with the Web site and
• offer unique instructional capabilities that allow
with the ideas and issues that the activities pres-
students to explore topics in greater depth and
ent. A shared experience will also enhance your
in ways that are closer to actual field experience
students’ perceptions of the lessons as a concep-
than print-based resources can offer;
tual whole.
• provide teachers with support for experiment-
ing with new instructional approaches that
If your student-to-computer ratio is greater than
allow students to work independently or in
four students to one computer, then you will need
small teams and that give teachers increased
to change the way you teach the module from the
credibility among today’s technology-literate
instructions in the lessons. For example, if you
students; and
have only one computer available, you may want
• increase teacher productivity by helping them
students to complete the Web-based work across
with assessment, record keeping, and classroom
an extended time period. You can do this in sev-
planning and management.
eral ways. The most practical way is to use your
computer as a center along with several other cen-
The ideal use of the Web site requires one com-
ters at which students complete other activities. In
puter for each student team. However, if you have
this approach, students rotate through the com-
only one computer available, you can still use the
puter center, eventually completing the Web-
Web site (for example, by using a suitable device
based work that you have assigned.
for projecting the screen image, or by rotating stu-
dent teams through the computer station). If you
A second way to structure the lessons if you only
do not have the facilities for using the Web site
have one computer available is to use a projection
with your students, you can use the print-based
system to display the computer monitor onto a
alternatives provided for those lessons.
screen for the whole class to view. Giving selected
students in the class the opportunity to manipu-
Collaborative Groups
late the Web activities in response to suggestions
Many of the activities in the lessons are designed
from the class can give students some of the same
to be completed by teams of students working
type of autonomy in their learning that they
together. Although individual students working
would gain from working in small teams.
alone can complete these activities, this strategy
will not stimulate the types of student-student
Web Activities for Students
interactions that are one of the goals of active, col-
with Disabilities
laborative, inquiry-based learning. Therefore, we
The Office of Science Education (OSE) is com-
recommend that you organize collaborative teams
mitted to providing access to the Curriculum
of two to four students each, depending on the
Supplement Series for individuals with disabili-
number of computers available. Students in
ties, including members of the public and federal
groups larger than this will have difficulty organ-
employees. To meet this commitment, we will
izing the student-computer interactions equitably,
comply with the requirements of Section 508 of
which can lead to one or two students’ assuming
the Rehabilitation Act. Section 508 requires that
the primary responsibility for the computer-based
individuals with disabilities who are members of
work. Although this type of arrangement can be
the public seeking these materials will have access
efficient, it means that some students do not get
to and use of information and data that are com-
the opportunity to experience the in-depth dis-
parable to those provided to members of the pub-
20
lic who are not individuals with disabilities. The
ity problem, the format in which you would prefer
online versions of this series have been prepared
to receive the material, the Web address of the
to comply with Section 508.
requested material, and your contact information.
If you use assistive technology (such as a Braille
Contact us at
reader or a screen reader) and the format of any
Curriculum Supplement Series
material on our Web sites interferes with your
Office of Science Education
ability to access the information, please use the
National Institutes of Health
following points of contact for assistance. To
6705 Rockledge Drive, Suite 700 MSC 7984
enable us to respond in a manner most helpful to
Bethesda, MD 20892-7984
you, please indicate the nature of your accessibil-
ose@science.education.nih.gov
Understanding Alcohol: Investigations into Biology and Behavior 508-Compliant Web Activities Lesson,
For students with hearing impairment
For students with sight impairment
activity
Lesson 1, Activity 1:
No special considerations are required.
With a screen reader, students are pre-
What’s Up With This
sented with two buttons, “mouse 1”
Mouse?
and “mouse 2.” Each button will play a
video with descriptive narration.
Lesson 3, Activity 1:
Students may click on the closed-
Using a screen reader, students are
Gathering Data,
captioning icon to view the captioning
able to navigate to each study. Within
Study 1—Effect of
for the activity’s introduction.
each study, a sound effect is heard
Alcohol Dose on
each time a mouse crosses a grid
Mouse Activity;
line. Students must count the num-
Study 2—Effect of
ber of sound effects to arrive at the
Time on Alcohol
The closed-captioning icon is located
number of grid lines crossed by the
Response; Study 3—
in the top left corner of the animation.
mouse.
Effect of Genetics
The text appears at the bottom of the
on Alcohol
animation.
Supervision is recommended.
Response
The individual studies do not have
captioning.
Lesson 5, Activity 2:
No special considerations are required.
With a screen reader, students are
Alcohol and Driving
presented with two buttons, “Simula-
Behavior
tion A” and “Simulation B.” Each but-
ton will play a video with descriptive
narration. The narration describes the
major activities that occur during each
simulation. After hearing each descrip-
tion, students will be able to easily
determine which driver is under the
influence of alcohol. Be sure to have
students relate each of the intoxicated
driver’s actions to the specific effects
of alcohol on the body.
21
Using the Web Site
Information
about Alcohol
of eighth graders, 40 percent of 10th graders, and
51 percent of 12th graders reported consuming
alcohol within the month prior to the survey.43 In
Figure 1. Alcohol
addition, 16 percent of eighth graders reported
has been part of
binge drinking within the two weeks leading up to
societies for thou-
the survey. The effects of adolescent drinking
sands of years, as
involve both health- and safety-related problems,
shown by this repre-
including auto crashes, domestic violence, and sui-
sentation of the
cide. Alcohol abuse among teenagers may also be
ancient Greek god of
related to behavioral problems linked to impulsive-
grape growing and
ness and sensation seeking.55 Youth alcohol-use
wines, Bacchus.
data indicate that the earlier an individual begins
drinking, the greater his or her risk of developing
1 Introduction
alcohol-use problems in the future. Individuals
Alcohol has been used for centuries in social,
who begin drinking before age 15 are four times
medical, cultural, and religious settings. Most
more likely to develop alcohol dependence during
Americans believe alcohol can be used responsi-
their lifetimes than are those who begin drinking at
bly by adults for social and religious purposes.
age 21.24, 25
However, alcohol can also be used to excess
resulting in health, social, legal, and other prob-
lems. Students may receive conflicting messages
The earlier an individual begins
about alcohol from the news media, school, their
drinking, the greater his or her
friends, and their parents. On the one hand, they
risk of developing alcohol-related
hear that moderate alcohol use is acceptable, and
problems in the future.
in some instances may actually be good for your
health; on the other hand, they are told that alco-
Dr. Enoch Gordis, former Director of the National
hol is a drug that requires abstinence until age 21.
Institute on Alcohol Abuse and Alcoholism
In addition, advertisements and media images
(NIAAA), has written, “Although alcohol is some-
often present alcohol as a means to success and an
times referred to as a ‘gateway drug’ for youth
enjoyable life. These conflicting messages, com-
because its use often precedes the use of other
bined with misunderstandings and misinforma-
illicit substances, this terminology is counterpro-
tion, do not help students make responsible
ductive; youth drinking requires significant atten-
decisions about alcohol use.
tion, not because of what it leads to, but because
Statistics indicate that many adolescents begin con-
of the extensive human and economic impact of
suming alcohol at an early age. In 1997, 26 percent
alcohol use by this vulnerable population.”43
23
Understanding Alcohol: Investigations into Biology and Behavior The purpose of this supplement is to present stu-Table 2. Characteristics of Alcoholism55
dents with the opportunity to learn about the sci-
ence underlying the effects of alcohol on human
craving (a strong need or compulsion to drink)
biology and behavior through a series of inquiry-
impaired control over drinking
based classroom lessons. Young people are natural
scientists. They have a curiosity about the world
use and abuse of alcohol despite adverse
around them and about themselves as individuals.
consequences
Since they have little in the way of life experi-
failure to acknowledge the problem
ences, many young people tend to view them-
selves as nearly invincible. Consequently, when
tolerance or need for increasing amounts of
adults caution them against engaging in risky
alcohol to feel intoxicated
behaviors such as drinking alcohol, some don’t
physical dependence or the occurrence of
listen. They feel that such warnings aren’t for
withdrawal symptoms when alcohol use is
them and apply only to those less grown up than
discontinued
themselves.
The aim of this supplement is to give students the
religious purposes without demonstrating the
opportunity to construct their own understanding
characteristics of alcohol abuse or alcoholism (see
about alcohol and its attendant risks. In addition,
Tables 1 and 2). Alcohol abuse is defined as the
the inquiry-based lessons are designed to help stu-
continued use of alcohol despite the development
dents hone their critical-thinking skills. With
of social, legal, or health problems. It is important
enhanced understanding and skills, they will be
to note that any alcohol use by underage youth is
better prepared to make informed decisions about
considered to be alcohol abuse.
real-life situations involving alcohol use.
Any alcohol use by underage
2 Alcohol Use, Abuse, and Alcoholism:
youth is considered to
Definitions
be alcohol abuse.
In any discussion of alcohol use, it is crucial to
begin with a clear understanding of terms. For the
purposes of this module, we define alcohol use by
In contrast, alcoholism, also known as alcohol
adults as the consumption of alcohol for social or
dependence syndrome or alcohol addiction, is a
chronic disease involving a strong need to drink,
the inability to stop drinking, the occurrence of
Table 1. Characteristics of Alcohol Abuse55
withdrawal symptoms, and tolerance (see Table
2). Alcoholism is often progressive.
failing to fulfill major work, school, or home
responsibilities
Alcohol abuse is not equivalent to alcoholism. A
person who abuses alcohol may drink excessive
drinking in situations that are potentially dan-
amounts but does not experience an alcoholic
gerous, such as driving a car or operating
individual’s intense cravings or severe withdrawal
heavy machinery
symptoms (physical dependence) when drinking
experiencing repeated alcohol-related legal
stops. Susceptibility factors that contribute to
problems, such as being arrested for driving
alcoholism are genetic, environmental, and psy-
while intoxicated
chosocial. Thus, while not all people who abuse
alcohol become alcoholics, those with genetic sus-
exhibiting continued drinking despite having
ceptibility factors who place themselves in envi-
relationship problems that are caused or
ronments that encourage drinking put themselves
made worse by drinking
at risk for developing alcoholism.
24
The definitions of alcohol abuse and alcoholism
be both short-term (acute) and long-term
described above do not directly apply to youth
(chronic) consequences, even with moderate lev-
drinking. As previously noted, any alcohol drink-
els of drinking. The materials contained in this
ing by underage youth is considered to be alcohol
curriculum supplement, Understanding Alcohol:
abuse. Youth who abuse alcohol typically do so by
Investigations into Biology and Behavior, should at
drinking often,43 or engaging in binge drinking,
least help correct the following misconceptions.
which is commonly defined as drinking five or
Even moderate levels of alcohol use can lead to
more drinks in a row. Such drinking patterns put
both short-term and long-term consequences.
youth at increased risk for developing alcoholism
later in life. Research suggests that separate crite-
Misconception 1: Alcohol is a stimulant.
ria may be needed to distinguish between alcohol
Alcohol has been falsely thought of as a stimulant
abuse and alcoholism in youth as compared with
because its initial effects on some people include
adults.34, 43 Table 3 lists some of the risk factors
feelings of euphoria and lowered inhibitions.
associated with youth drinking.
Alcohol is classified correctly as a depressant
because it later causes sedation and drowsiness.30
In high concentrations, alcohol can induce
Table 3. Risk Factors for Youth Drinking55
unconsciousness, coma, and even death.
genetic factors (based on animal and human
Misconception 2: Alcohol abuse and alcoholism
twin studies)
are problems only for the individual drinker.
childhood behaviors such as impulsiveness,
Alcohol abuse and alcoholism are social problems
aggressiveness, and antisocial behavior
that touch many more lives than that of the indi-
vidual drinker. Alcohol abuse is a contributing
psychiatric disorders such as attention deficit
factor to many other social problems including
hyperactivity disorder and depression
auto crashes, domestic violence, and child abuse
family environments with favorable attitudes
or neglect. In addition to the personal costs, alco-
about drinking and lack of support
holism also has a severe economic impact on the
country due to lost productivity, healthcare treat-
acceptance of drinking by peers
ment, and costs attendant to administering the
child abuse and trauma
criminal justice system.
Misconception 3: People with alcoholism are
morally weak individuals lacking will power.
3 Misconceptions about Alcohol Use,
Alcoholism involves more than just drinking too
Abuse, and Alcoholism
much. It is known to be a complex disease that
Generally, textbooks for middle school students
involves a variety of factors including genetic,
present little, if any, scientific information on how
environmental, social, and behavioral compo-
alcohol affects cell function and animal behavior.
nents. The physical dependence of alcoholics on
If the subject is covered at all, it is likely done in a
drinking defines alcoholism as a disease that must
health class, or possibly in a driver’s education
be diagnosed, and as separate from alcohol abuse
class. Much of what students know, or think they
(see 2 Alcohol Use, Abuse and Alcoholism: Defini-
know, comes through family, peers, the media,
tions). In alcoholic individuals, the brain is
and personal experimentation. Very often this
affected by alcohol and promotes its continued
information is characterized by errors, half-truths,
use through both positive and negative reinforce-
and folk wisdom. Students need to understand the
ments. Most notably, the severe physical with-
changes that occur in their minds and bodies
drawal symptoms that result from stopping
when they drink alcohol. They also need to
drinking serve as a strong biological force that can
understand that if they choose to drink, there can
maintain drinking behavior.
25
Information about Alcohol
Understanding Alcohol: Investigations into Biology and Behavior alcohol last only a short time, chronic long-term
Alcoholism is a complex disease that
effects can develop and persist. Adolescents and
involves a variety of factors including
adults who drink excessive amounts of alcohol
genetic, environmental, social, and
may be causing chronic alterations to their brains.
behavioral components.
A recent study provides evidence that heavy
drinking among teenagers can impair brain func-
tion.7 It is not yet known if these effects are
Misconception 4: Children cannot be alcoholics.
reversible.
Alcohol is the most used and abused drug among
young people. A recent national poll reports that
one in four eighth graders drank alcohol in the
past month, and 18 percent of eighth graders got
drunk at least once in the past year.46 Research
using animal models suggests that the developing
brain of the adolescent responds differently to
alcohol than does the adult brain.31, 59 Children
who abuse alcohol may develop alcoholism,
though the criteria for making the diagnosis may
be different from those used to diagnose adults.34
Misconception 5: Small amounts of alcohol won’t
impair bodily or mental functions.
Half of the states in the United States have set the